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He is loyal to his own career but only incidentally to anything or anyone else.

quote by Hugh Dalton
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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

INTRODUCTION
Sociology of education, as defined by Pavalko (1976) , is the scientific analysis of the social processes and patterns involved in the educational system. It is concerned with educational aims, methods, and institutions in relation to social and cultural forces of the society in which they function. This assumes that education is a combination of social acts and it deals with human interaction. In the education of the individual, it concerns the influence of social life and social relationships on the development of personality. Sociology of education is very significant as it introduces a teacher to a collection of techniques that are required in classroom teaching. Such techniques include; understanding and applying interaction in the classroom, the disposition of norms to the students by the teachers, understanding teacher-student relationship and communication, provision of career guidance and finally understanding social roles of teachers and students. This essay, therefore, discusses how we, as teachers to be, can apply the above sociological techniques in classroom teaching in secondary schools.

INTERACTION
A classroom, like any other social group, requires all the members to participate and interact with each other for a common goal. A teacher as a leader in the classroom can make sure that there is interaction among his/her students by forming study groups or circles. In these study circles there is mutual influence and benefit among students since students can participate in the discussions that the group undertakes. Interaction in these groups can be cooperative and competitive among students (Ottaway,1960) .

In these groups members are in face to face interaction with each other and there are a small number of participants, this encourages the students to speak out their minds on a given topic. This is so because in a small group every student is given a chance to express himself/herself as compared to the whole class. This gives a chance to some students who can not express themselves fully when there are many people around them. This helps students to build self confidence since their views can be heard by their peers. It also builds a habit of doing things together as a result there is unity among members of the group (Ashley et. al.,1970) .

In this case, the teacher as a leader in the classroom does not dominate in the classroom activities but rather just controls the thoughts and behaviour of his pupils and sets the tone of the interaction patterns in the classroom. The teacher is also there to facilitate in the discussions. However, a teacher needs not to always be present in these groups since some students may not interact fully in the presence of their teacher than their peers. In this case, indirect control from a teacher may be more effective than direct (Ottaway,1960) .

NORMS
Sociology of education analyzes the sociological processes that have a bearing in the education system. One of such sociological processes is the disposition of norms that a teacher imparts in his/her students through interaction in class. The students’ awareness of these norms facilitates the teaching process, on the part of the teacher, and the learning process on the part of students. The impartation of norms on the students is referred to as the hidden curriculum because it is not included on the formal curriculum. Though not included on paper, the students are supposed to know these norms because the way they conduct themselves in class (morally) will affect the teaching and learning processes either positively or negatively. For instance, some students may choose not to cooperate in taking assignments. This tendency may be triggered by the students’ lack of proper direction in their behavior that departs from the values and norms that guide the society. Such students if not handled professionally by the teacher may cause havoc in class. This is where sociology of education becomes vital to classroom management in secondary schools. In sociology of education a teacher learns how to manage students, both those who are morally upright and those morally decayed.

Sociology of education also instructs teachers to be exemplary. The teaching ethics are also very clear on this point as Ashley et al. (1970) declare that teaching professional training emphasizes moral virtues and exemplary behavior on the part of teachers. They have to behave, dress and speak as role models. True to that proverb that says “action speaks louder than words”, teacher’s behavior will have a great impact on the conduct of his/her students. If the teacher is not morally upright the students are likely to be like him/her in their conduct. One other point that may help curb indiscipline in students is through the provision of enough work to keep the students busy. This is helpful because when the students are idle they tend to misbehave (Abromitis,2009) .

TEACHER-STUDENT RELATIONSHIP AND COMMUNICATION
The maintenance of a harmonious social relationship between a teacher and those undergoing socialization (students) , is one of the applications of sociology of education in a classroom. The social interaction within the classroom will help teachers understand the psychological variables that affect the social behaviour of students. For instance, a student’s performance may be affected by poverty and funeral at home among other things. This stresses that each individual is a member of a wide family and gets influenced by social and cultural factors as well. A teacher, therefore, is supposed to identify those students who are not doing well in class as expected and try to find the source of their problems and counsel them accordingly. For instance, sociology of education enables a teacher to establish the real cause of impoliteness in some students that even cause destructions during classes. A teacher does this through inquiries that he/she makes about the naughty students’ back ground that sometimes may be responsible for the students’ bad behavior.

The teacher’s awareness of such backgrounds will enable him/her to know where to start the intervention of shaping the behavior of students. When the good behavior of once ill-mannered students is restored, the teaching and learning processes go smoothly. This suggests that there should be a good communication and interaction between teachers and students. However, Zeleny (1948) as cited in Pavalko (1976) warns that the teacher should not be too friendly with the students. This is because it will be very difficult to provide counseling to them and eventually fail to induce changed behaviour when they go wrong.
CAREER GUIDANCE
A school as a social institution is expected to produce people who are reliable for continuity of a society as far as leadership and management of social institutions is concerned. In view of this, we can say it is important for teachers to include lessons in decision-making and career guidance. Though career guidance is over looked by many schools, it plays an important role. Harris (1999) says career guidance helps students to identify the work-related competences they are developing through the various school subjects and relate them to their career planning. In short, career guidance acts as an advocate for students in establishing their career ladders.

Career guidance needs enforcement because not all students are aware of the different job opportunities that are in the corporate world. For instance, asking children from rural areas about their ambitions, most of them will talk about nursing and teaching as opposed to those from urban areas who will talk of becoming, a pilot, an accountant, a lawyer and many more. This is due to parents’ or guardians’ ‘level of education and children’s exposure to media or other sources of information. Therefore, a teacher should not take it for granted that all students are aware about careers.

A teacher can impart career lessons through different ways. First of all, a teacher needs to include in his or her curriculum a special time at least 20 to 30 minutes per week for career lessons (Harris,1999) . In a classroom, a teacher may use personal approach, where he or she can ask students of their ambitions and provide information on the requirements and the institution(s) that offer(s) them. Secondly, a teacher can use interactive and experimental exercises, where he or she can put students into groups and ask them to interview different personnel on their professions and how they managed to achieve them. Afterwards students can present their findings to a class. Apart from motivating students, this method can also promote interaction between students and the community.

SOCIAL ROLES OF TEACHERS AND STUDENTS
Social role is among the five basic concepts in the sociology of education. A social role is a behavior appropriate to a particular position in a social group. A classroom as a sub-social system has actors and participants, who are teachers and students respectively. Sociology of education enables a teacher to realize his/her role and at the same time helps the students realize theirs. The teacher playing his/her role has to teach and encourage the students to learn. The role of a teacher is really a combination of sub-roles which the skillful teacher fits to produce a useful pattern of teaching. One of these sub-roles includes, being an instructor, whereby the teacher gives instructions and shows the students in a classroom how to learn and answer questions. This is the role the teacher prepares for, explicitly and directly. On the other hand, the students on their part have to listen, attend classes, submit assignments regularly and take examinations. Cooperation demands high degree of predictability of conduct and requires that individuals should make personal sacrifices in favour of societal expectations. In other words, where a teacher’s personal interests or commitments are in conflict with his or her role as a teacher, his/her personal interests have to give way to his/her teaching role (Ezewu,1983) .

There is a social and a personal aspect of every role that is significant to an individual. For instance, a person learns the expected and rewarded behaviour for each role. Students learn when to give priority to a particular role. In a classroom situation, the students learn to take the role of a pupil most of the time rather than the role of a playmate. (Havighurst et al.,1963) .

CONCLUSION
After discussing the above sociological techniques we have the audacity to conclude that Sociology of education adds to the teacher’s kit of intellectual tools. In this case, a set of sociological insights and concepts that will allow him/her to take account in his decision-making organization, cultural and interpersonal factors at work in his/her environment. Therefore, Sociology of education is essential as it equips teachers with great knowledge on how to socialize their students in a classroom situation in secondary schools.

LIST OF REFERENCES.

Abromitis, B. (2009, Feb 27) .Teachers Creating an effective learning Environment in a
monitored Classroom; Sociology of Education. www.google.com.

Ashley, J.B., Cohen, S.H., & Slatter, R.G. (1970) . An Introduction to the Sociology of
Education. Macmillan and Co Ltd: London & Basingstoke, pp.117-139

Ezewu, E.B.A. (1983) . Sociology of Education. Longman: London, pp.13-14

Harris, S. (1999) . Careers education: contesting policy and practice. Sage

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poem by Innocent Masina Nkhonyo
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Lancelot And Elaine

Elaine the fair, Elaine the loveable,
Elaine, the lily maid of Astolat,
High in her chamber up a tower to the east
Guarded the sacred shield of Lancelot;
Which first she placed where the morning's earliest ray
Might strike it, and awake her with the gleam;
Then fearing rust or soilure fashioned for it
A case of silk, and braided thereupon
All the devices blazoned on the shield
In their own tinct, and added, of her wit,
A border fantasy of branch and flower,
And yellow-throated nestling in the nest.
Nor rested thus content, but day by day,
Leaving her household and good father, climbed
That eastern tower, and entering barred her door,
Stript off the case, and read the naked shield,
Now guessed a hidden meaning in his arms,
Now made a pretty history to herself
Of every dint a sword had beaten in it,
And every scratch a lance had made upon it,
Conjecturing when and where: this cut is fresh;
That ten years back; this dealt him at Caerlyle;
That at Caerleon; this at Camelot:
And ah God's mercy, what a stroke was there!
And here a thrust that might have killed, but God
Broke the strong lance, and rolled his enemy down,
And saved him: so she lived in fantasy.

How came the lily maid by that good shield
Of Lancelot, she that knew not even his name?
He left it with her, when he rode to tilt
For the great diamond in the diamond jousts,
Which Arthur had ordained, and by that name
Had named them, since a diamond was the prize.

For Arthur, long before they crowned him King,
Roving the trackless realms of Lyonnesse,
Had found a glen, gray boulder and black tarn.
A horror lived about the tarn, and clave
Like its own mists to all the mountain side:
For here two brothers, one a king, had met
And fought together; but their names were lost;
And each had slain his brother at a blow;
And down they fell and made the glen abhorred:
And there they lay till all their bones were bleached,
And lichened into colour with the crags:
And he, that once was king, had on a crown
Of diamonds, one in front, and four aside.
And Arthur came, and labouring up the pass,
All in a misty moonshine, unawares

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poem by Alfred Lord Tennyson
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To The Queen

O loyal to the royal in thyself,
And loyal to thy land, as this to thee--
Bear witness, that rememberable day,
When, pale as yet, and fever-worn, the Prince
Who scarce had plucked his flickering life again
From halfway down the shadow of the grave,
Past with thee through thy people and their love,
And London rolled one tide of joy through all
Her trebled millions, and loud leagues of man
And welcome! witness, too, the silent cry,
The prayer of many a race and creed, and clime--
Thunderless lightnings striking under sea
From sunset and sunrise of all thy realm,
And that true North, whereof we lately heard
A strain to shame us 'keep you to yourselves;
So loyal is too costly! friends--your love
Is but a burthen: loose the bond, and go.'
Is this the tone of empire? here the faith
That made us rulers? this, indeed, her voice
And meaning, whom the roar of Hougoumont
Left mightiest of all peoples under heaven?
What shock has fooled her since, that she should speak
So feebly? wealthier--wealthier--hour by hour!
The voice of Britain, or a sinking land,
Some third-rate isle half-lost among her seas?
THERE rang her voice, when the full city pealed
Thee and thy Prince! The loyal to their crown
Are loyal to their own far sons, who love
Our ocean-empire with her boundless homes
For ever-broadening England, and her throne
In our vast Orient, and one isle, one isle,
That knows not her own greatness: if she knows
And dreads it we are fallen. --But thou, my Queen,
Not for itself, but through thy living love
For one to whom I made it o'er his grave
Sacred, accept this old imperfect tale,
New-old, and shadowing Sense at war with Soul,
Ideal manhood closed in real man,
Rather than that gray king, whose name, a ghost,
Streams like a cloud, man-shaped, from mountain peak,
And cleaves to cairn and cromlech still; or him
Of Geoffrey's book, or him of Malleor's, one
Touched by the adulterous finger of a time
That hovered between war and wantonness,
And crownings and dethronements: take withal
Thy poet's blessing, and his trust that Heaven
Will blow the tempest in the distance back
From thine and ours: for some are sacred, who mark,
Or wisely or unwisely, signs of storm,
Waverings of every vane with every wind,

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poem by Alfred Lord Tennyson
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Carlos' In the Middle of the Road, Plagiarized by Me

in the middle of my writing career there was you
you were in the middle of my writing career
there was you
in the middle of my writing career there was you

never should i forget this incident
in the life of my broken eyelashes
never should i forget that in the middle of my writing career
there was you
there was you in the middle of my writing career
in the middle of my writing career
there was you

you were that stone.

poem by Ric S. Bastasa
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So many reasons

Incidentally we are God fearing persons
We have strong belief with so many reasons
It is broadly interwoven in complete mind
There is no pace for less scope for thoughts to find

Incidentally we are God fearing persons
We have strong belief with so many reasons
It is broadly interwoven in complete mind
There is no pace for less scope for thoughts to find

Faith sometimes compel us to depend on fate
We express helplessness and openly state
“Nothing is in our hand” as it is not destined
And we mutely agree to the things already imagined

Even highly educated people tend to bow down
They may curse themselves even if fault is not their own
This can be considered as a escapist tendency
One can only cut sorry figure and feel pity

We are for sure that only almighty is powerful
The life can end with consequence so sorrowful
This gives rise to faith blindness to succumb
Person never tries contest and remain mute and dumb

In one way it is good not to fight against unfavorable condition
It advises you to observe restraints and reserve the ammunition
It is nice to leave certain things for comfortable feeling
You might be certainly not for in or unwilling

If thing turn in your favor, you may pray god for success
You may even try to reason out for easy access
This has all happened due to luck and fate
Only fortune arrived in time from lucky gate

poem by Hasmukh Amathalal
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Your job is not your career

I responsible to my job, I fight for my career
I bound to job, I grow with career
Job is described, career is developed
Job is fulfilled, career is achieved
Job is for living, career is for life

poem by Maria Sudibyo
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Balin and Balan

Pellam the King, who held and lost with Lot
In that first war, and had his realm restored
But rendered tributary, failed of late
To send his tribute; wherefore Arthur called
His treasurer, one of many years, and spake,
'Go thou with him and him and bring it to us,
Lest we should set one truer on his throne.
Man's word is God in man.'
His Baron said
'We go but harken: there be two strange knights

Who sit near Camelot at a fountain-side,
A mile beneath the forest, challenging
And overthrowing every knight who comes.
Wilt thou I undertake them as we pass,
And send them to thee?'
Arthur laughed upon him.
'Old friend, too old to be so young, depart,
Delay not thou for aught, but let them sit,
Until they find a lustier than themselves.'

So these departed. Early, one fair dawn,
The light-winged spirit of his youth returned
On Arthur's heart; he armed himself and went,
So coming to the fountain-side beheld
Balin and Balan sitting statuelike,
Brethren, to right and left the spring, that down,
From underneath a plume of lady-fern,
Sang, and the sand danced at the bottom of it.
And on the right of Balin Balin's horse
Was fast beside an alder, on the left
Of Balan Balan's near a poplartree.
'Fair Sirs,' said Arthur, 'wherefore sit ye here?'
Balin and Balan answered 'For the sake
Of glory; we be mightier men than all
In Arthur's court; that also have we proved;
For whatsoever knight against us came
Or I or he have easily overthrown.'
'I too,' said Arthur, 'am of Arthur's hall,
But rather proven in his Paynim wars
Than famous jousts; but see, or proven or not,
Whether me likewise ye can overthrow.'
And Arthur lightly smote the brethren down,
And lightly so returned, and no man knew.

Then Balin rose, and Balan, and beside
The carolling water set themselves again,
And spake no word until the shadow turned;
When from the fringe of coppice round them burst
A spangled pursuivant, and crying 'Sirs,

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poem by Alfred Lord Tennyson
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M'Fingal - Canto III

Now warm with ministerial ire,
Fierce sallied forth our loyal 'Squire,
And on his striding steps attends
His desperate clan of Tory friends.
When sudden met his wrathful eye
A pole ascending through the sky,
Which numerous throngs of whiggish race
Were raising in the market-place.
Not higher school-boy's kites aspire,
Or royal mast, or country spire;
Like spears at Brobdignagian tilting,
Or Satan's walking-staff in Milton.
And on its top, the flag unfurl'd
Waved triumph o'er the gazing world,
Inscribed with inconsistent types
Of Liberty and thirteen stripes.
Beneath, the crowd without delay
The dedication-rites essay,
And gladly pay, in antient fashion,
The ceremonies of libation;
While briskly to each patriot lip
Walks eager round the inspiring flip:
Delicious draught! whose powers inherit
The quintessence of public spirit;
Which whoso tastes, perceives his mind
To nobler politics refined;
Or roused to martial controversy,
As from transforming cups of Circe;
Or warm'd with Homer's nectar'd liquor,
That fill'd the veins of gods with ichor.
At hand for new supplies in store,
The tavern opes its friendly door,
Whence to and fro the waiters run,
Like bucket-men at fires in town.
Then with three shouts that tore the sky,
'Tis consecrate to Liberty.
To guard it from th' attacks of Tories,
A grand Committee cull'd of four is;
Who foremost on the patriot spot,
Had brought the flip, and paid the shot.

By this, M'Fingal with his train
Advanced upon th' adjacent plain,
And full with loyalty possest,
Pour'd forth the zeal, that fired his breast.

"What mad-brain'd rebel gave commission,
To raise this May-pole of sedition?

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poem by John Trumbull
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War And Peace—A Poem

THOU, bright Futurity! whose prospect beams,
In dawning radiance on our day-light dreams;
Whose lambent meteors and ethereal forms
Gild the dark clouds, and glitter thro' the storms;
On thy broad canvas fancy loves to trace,
Her brilliant Iris, drest in vivid grace;
Paints fair creations in celestial dyes,
Tints of the morn and blushes of the skies;
And bids her scenes perfection's robe assume,
The mingling flush of light, and life, and bloom.
Thou bright Futurity! whose morning-star
Still beams unveil'd, unclouded, from afar;
Whose lovely vista smiling Hope surveys,
Thro' the dim twilight of the silvery haze;

Oh! let the muse expand her wing on high,
Thy shadowy realms, thy worlds unknown descry;
Let her clear eye-beam, flashing lucid light,
Chase from thy forms th' involving shades of night;
Pierce the dark clouds that veil thy noontide rays,
And soar, exulting, in meridian blaze!
In bliss, in grief, thy radiant scenes bestow,
The zest of rapture, or the balm of woe!
For, as the sun-flower to her idol turns,
Glows in his noon, and kindles as he burns;
Expands her bosom to th' exalting fire,
Lives but to gaze, and gazes to admire;
E'en so to thee, the mind incessant flies,
From thy pure source the fount of joy supplies;
And steals from thee the sunny light that throws
A brighter blush on pleasure's living rose!
To thee pale sorrow turns her eye of tears,
Lifts the dim curtain of unmeasur'd years;
And hails thy promis'd land, th' Elysian shore,
Where weeping virtue shall bewail no more!

Now, while the sounds of martial wrath assail,
While the red banner floats upon the gale;
While dark destruction, with his legion-bands,
Waves the bright sabre o'er devoted lands;
While war's dread comet flashes thro' the air,
And fainting nations tremble at the glare;
To thee, Futurity! from scenes like these,
Pale fancy turns, for heav'n-imparted ease;
Turns to behold, in thy unclouded skies,
The orb of peace in bright perspective rise;
And pour around, with joy-diffusing ray,
Life, light, and glory, in a flood of day!

Thou, whose lov'd presence and benignant smile

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poem by Felicia Dorothea Hemans
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The Columbiad: Book VII

The Argument

Coast of France rises in vision. Louis, to humble the British power, forms an alliance with the American states. This brings France, Spain and Holland into the war, and rouses Hyder Ally to attack the English in India. The vision returns to America, where the military operations continue with various success. Battle of Monmouth. Storming of Stonypoint by Wayne. Actions of Lincoln, and surrender of Charleston. Movements of Cornwallis. Actions of Greene, and battle of Eutaw. French army arrives, and joins the American. They march to besiege the English army of Cornwallis in York and Gloster. Naval battle of Degrasse and Graves. Two of their ships grappled and blown up. Progress of the siege. A citadel mined and blown up. Capture of Cornwallis and his army. Their banners furled and muskets piled on the field of battle.

Thus view'd the Pair; when lo, in eastern skies,
From glooms unfolding, Gallia's coasts arise.
Bright o'er the scenes of state a golden throne,
Instarr'd with gems and hung with purple, shone;
Young Bourbon there in royal splendor sat,
And fleets and moving armies round him wait.
For now the contest, with increased alarms,
Fill'd every court and roused the world to arms;
As Hesper's hand, that light from darkness brings,
And good to nations from the scourge of kings,
In this dread hour bade broader beams unfold,
And the new world illuminate the old.

In Europe's realms a school of sages trace
The expanding dawn that waits the Reasoning Race;
On the bright Occident they fix their eyes,
Thro glorious toils where struggling nations rise;
Where each firm deed, each new illustrious name
Calls into light a field of nobler fame:
A field that feeds their hope, confirms the plan
Of well poized freedom and the weal of man.
They scheme, they theorize, expand their scope,
Glance o'er Hesperia to her utmost cope;
Where streams unknown for other oceans stray,
Where suns unseen their waste of beams display,
Where sires of unborn nations claim their birth,
And ask their empires in those wilds of earth.
While round all eastern climes, with painful eye,
In slavery sunk they see the kingdoms lie,
Whole states exhausted to enrich a throne,
Their fruits untasted and their rights unknown;
Thro tears of grief that speak the well taught mind,
They hail the æra that relieves mankind.

Of these the first, the Gallic sages stand,
And urge their king to lift an aiding hand.
The cause of humankind their souls inspired,
Columbia's wrongs their indignation fired;
To share her fateful deeds their counsel moved,
To base in practice what in theme they proved:
That no proud privilege from birth can spring,
No right divine, nor compact form a king;
That in the people dwells the sovereign sway,
Who rule by proxy, by themselves obey;

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poem by Joel Barlow
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Light Burst, Confusion, First Thirst, Then Fusion, Flight

As nature hates a vacuum NOTHING can
be but a figment fragment second-guessed.
Reality and dreams combine, their quest
is thus to banish NOTHING then to span
creation’s vastness, scanning big bang's van,
from tao trip evolution's also-ran
to space displacement through one thousandth dan,
to Time condensing on initial jest
when request and inquest converge in gest.
Atoms void avoid, spin tails till trail's lost, rest
contest, contestants, distance, über plan,
arresting surface difference with zest.

From mess congestive to suggestive test
of chaos, universal fractal fest
patterns pitter patter, matter must
invent itself from, to, through, into dust.

./.

Before big bang rang change strange, range remaining still in flux
electrons once were strangers all to call of ‘fiat lux’.
Along came fission’s fusion, confusion first, then light
bequeathing mission’s clues upon delusion and delight.
This led to fate's conclusion, caused atoms to unite
the which, in turn, illusion lent woe_man - sum mum quite!

From chaos sprung our meeting, a marriage of convenience,
the which our rhymes are sweeting so judge linked lines with lenience.
When I was oxygenic and you two hydro genes
as dry as dust hygenic remained both Ways and Means,
as lonely and divided you me me…anderings,
unknown were helix he licks, and protoplasmic strings.

Unknown were then amoebae, or cells life's spells now bring,
like wise unfixed stoned genes' screen sticks, where species do their thing,
Thus life reached out, leached in for years before the Christian Right
decided seven days were all transforming night to right.
The Kansas Education Board's creation tale lies scored,
for aeons spun, together run, provided bread and board
for creatures wild - those really mild encountered some predators
before blind humankind assigned their carbon half-life daters.
Without our tryst few formal life forms on earth could ever
pursue existence ‘normal’, act out silly or feel clever.

When I was young and ignorant unknown to hair twins hydro
few days were spent in versing chant, reversing carbohydro
none fought for life on food chain link, existence ungalactic
they were a simple pair I think, electrons unclimactic.
But now beneath, above, beyond it is our joy to bond -

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poem by Jonathan Robin
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Orlando Furioso Canto 22

ARGUMENT
Atlantes' magic towers Astolpho wight
Destroys, and frees his thralls from prison-cell.
Bradamant finds Rogero, who in fight
O'erthrows four barons from the warlike sell,
When on their way to save an errant knight
Doomed to devouring fire: the four who fell
For impious Pinnabel maintained the strife,
Whom, after, Bradamant deprives of life.

I
Ye courteous dames, and to your lovers dear,
You that are with one single love content;
Though, 'mid so many and many, it is clear
Right few of you are of such constant bent;
Be not displeased at what I said whilere,
When I so bitterly Gabrina shent,
Nor if I yet expend some other verse
In censure of the beldam's mind perverse.

II
Such was she; and I hide not what is true;
So was enjoined me for a task by one
Whose will is law; therefore is honour due
To constant heart throughout my story done.
He who betrayed his master to the Jew
For thirty pence, nor Peter wronged, nor John,
Nor less renowned is Hypermnestra's fame,
For her so many wicked sisters' shame.

III
For one I dare to censure in my lays,
For so the story wills which I recite,
On the other hand, a hundred will I praise,
And make their virtue dim the sun's fair light;
But turning to the various pile I raise,
(Gramercy! dear to many) of the knight
Of Scotland I was telling, who hard-by
Had heard, as was rehearsed, a piercing cry.

IV
He entered, 'twixt two hills, a narrow way,
From whence was heard the cry; nor far had hied,
Ere to a vale he came shut out from day,
Where he before him a dead knight espied.
Who I shall tell; but first I must away
From France, in the Levant to wander wide,
Till I the paladin Astolpho find,
Who westward had his course from thence inclined.

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poem by Ludovico Ariosto
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Sir Hornbook

I.

O'er bush and briar Childe Launcelot sprung
With ardent hopes elate,
And loudly blew the horn that hung
Before Sir Hornbook's gate.

The inner portals opened wide,
And forward strode the chief,
Arrayed in paper helmet's pride,
And arms of golden leaf.

--"What means,"--he cried,--"This daring noise,
That wakes the summer day?
I hate all idle truant boys:
Away, Sir Childe, away!"--

--"No idle, truant boy am I,"--
Childe Launcelot answered straight;
--"Resolved to climb this hill so high,
I seek thy castle gate.

"Behold the talisman I bear,
And aid my bold design:"--
Sir Hornbook gazed, and written there,
Knew Emulation's sign.

"If Emulation sent thee here,"
Sir Hornbook quick replied,
"My merrymen all shall soon appear,
To aid thy cause with shield and spear,
And I will head thy bold career,
And prove thy faithful guide."--

Loud rung the chains; the drawbridge fell;
The gates asunder flew:
The knight thrice beat the portal bell,
And thrice he call'd "Halloo."

And out, and out, in hasty rout,
By ones, twos, threes, and fours;
His merrymen rush'd the walls without,
And stood before the doors.

II.

Full six and twenty men were they,
In line of battle spread:
The first that came was mighty A,

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poem by Thomas Love Peacock
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Loyalists Get Crowns Or Thorns

Being loyal is like a child
Clinging fast to its mother's hand.
It is a survival instinct,
Which honesty cannot command.

One is loyal for a target.
Loyalty is task specific,
Time bound and space bound in approach.
In its place enters no mercy.

Being loyal undermines shame,
Defers logic, ignores justice
And works against one's conscience.
A loyalist might succeed or succumb.

poem by Rm. Shanmugam Chettiar
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Make Time For Emergency Needs

we need to believe in people
life is about giving supporting
when we make time to do this

always loyal to our friends
always loyal to strangers needs
always loyal to responsibilities

always thinking beautiful thoughts
we sow potential harmony seeds
this will not exempt us from troubles

sometimes responsibility troubles doubles
but these burning souls in emergency needs
teach appreciation humility as a soul lens

poem by Terence George Craddock
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I Am A Civil Servant

I am a civil servant
That's not my real name
I am a baptised civil servant
This name puts bread on my table

I am a civil servant
Codified to obey a set of rules
Straight-jacketed to obey my masters
For a monthly stipend as a reward

I am a civil servant
Ordained to oil the engine of politicians
Who lords their policies on me
To serve like a chef at a banquet

I am a civil servant
My sobriquet is a bureaucrat
I am constantly accused of red-tapism
'Cos of my insistence on procedures

I am a civil servant indeed
My masters blame me for any misdemeanor
My people accuses me of collusion
I am just a scape goat at both ends

I am a civil servant par excellence
I am just a loyal and dutiful citizen
No nation can survive without me
Yet I am hardly appreciated
I am seen as rodent in a farmland

I am always available to serve my country
I am ready to serve the political divides
I am an uunbiased umpire
Soldier go, soldier come
The barrack is immovable

I am a loyal civil servant
Used like fresh rain water in the morning
Thrown away as dirty water at night
Condemned to paltry periodical pension
To survive for the rest of my life
That's my reward for being a loyal servant

poem by Babatunde Aremu
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The Lettuce And Burger Address.....[LONG; Humor; Capitalism]

Four months and seven days ago me an' my brother Joe here
brought to 'yas' a new diner with both sugar AND Equal, and
catsup for all.
Our competition (ha ha) cut prices to pressure us, but we countered with a new menu.....and topless waitresses.
There have been some skirmishes as some 'a' 'ya', our customers know.
But Joe and me are diner veterans and 'in for a penny, in for a pound', as Mom used to say.

Remember not all diners, meaning businesses, are created equal to US, but all diners, meaning people, ARE equal to US, and we plan 'ta' come out on top.
Many 'a' 'yas' been good and loyal customers for weeks, and
Joe and me got our Grand Opening Week, comin' Sunday through Saturday.
As always we got free medium sodas and coffee, one per customer.
And for those with five holes me or Joe punched in your loyalty cards,
you each receive a free dessert 'wit' purchase of any entrée (17 dollars or more) .
How 'da ya' like that folks? Pretty swell, huh?

Tuesday and We'nesday we got live music, Jazz Tuesday and Blue Grass We'nesday.
In the future we might get live music all the time; free for loyal customers; three bucks a head for them without cards. Nice, huh? You betcha!
Remember loyalty cards is always available from our lovely wait staff. Take a LOW bow girls. Nice!

Burgers and hots will still be our featured items on the menu.
We got six kinds 'a' burgers and three kinds 'a' hots.
All them come with fries or onion rings and coleslaw or ‘tato salad;
hot sauce me and Joe got for 'yas' too. Nice, huh?
But Joe and me (we're buddies as well as bro's 'ya' know?) plan 'ta'
expand the choices to please our customers even more. That's you folks.
Fish and chips, cold sandwiches, and chili and takeout are maybe comin'.

We plan a great run here, Joe and me, see, as we continue to serve 'ya', our friends.
We might branch out to other locations as our competitors (ha ha) wise up and go belly up.....'fore they owe too much dough 'ta' ev'ryone.

(That's when they know they can't beat me and my brother here.)

There's been talk ‘bout lawsuits ‘bout our girls' attire (or lack of it) but Joe and me got the city boys in our pockets. (ha ha)
Never forget we love all 'yas', our loyal customers.

And don't forget our new address here: 1200 Oceanside Avenue..this place here.
Tell your people about our great food. Thanks a bunch. Lunch too.
(Nov.2012)

poem by Bri Edwards
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Beowulf

LO, praise of the prowess of people-kings
of spear-armed Danes, in days long sped,
we have heard, and what honor the athelings won!
Oft Scyld the Scefing from squadroned foes,
from many a tribe, the mead-bench tore,
awing the earls. Since erst he lay
friendless, a foundling, fate repaid him:
for he waxed under welkin, in wealth he throve,
till before him the folk, both far and near,
who house by the whale-path, heard his mandate,
gave him gifts: a good king he!
To him an heir was afterward born,
a son in his halls, whom heaven sent
to favor the folk, feeling their woe
that erst they had lacked an earl for leader
so long a while; the Lord endowed him,
the Wielder of Wonder, with world's renown.
Famed was this Beowulf: far flew the boast of him,
son of Scyld, in the Scandian lands.
So becomes it a youth to quit him well
with his father's friends, by fee and gift,
that to aid him, aged, in after days,
come warriors willing, should war draw nigh,
liegemen loyal: by lauded deeds
shall an earl have honor in every clan.
Forth he fared at the fated moment,
sturdy Scyld to the shelter of God.
Then they bore him over to ocean's billow,
loving clansmen, as late he charged them,
while wielded words the winsome Scyld,
the leader beloved who long had ruled….
In the roadstead rocked a ring-dight vessel,
ice-flecked, outbound, atheling's barge:
there laid they down their darling lord
on the breast of the boat, the breaker-of-rings,
by the mast the mighty one. Many a treasure
fetched from far was freighted with him.
No ship have I known so nobly dight
with weapons of war and weeds of battle,
with breastplate and blade: on his bosom lay
a heaped hoard that hence should go
far o'er the flood with him floating away.
No less these loaded the lordly gifts,
thanes' huge treasure, than those had done
who in former time forth had sent him
sole on the seas, a suckling child.
High o'er his head they hoist the standard,
a gold-wove banner; let billows take him,
gave him to ocean. Grave were their spirits,
mournful their mood. No man is able

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poem by Charles Baudelaire
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Absalom and Achitophel

In pious times, e'er Priest-craft did begin,
Before Polygamy was made a sin;
When man, on many, multiply'd his kind,
E'r one to one was, cursedly, confind:
When Nature prompted, and no law deny'd
Promiscuous use of Concubine and Bride;
Then, Israel's monarch, after Heaven's own heart,
His vigorous warmth did, variously, impart
To Wives and Slaves; And, wide as his Command,
Scatter'd his Maker's Image through the Land.
Michal, of Royal blood, the Crown did wear,
A Soyl ungratefull to the Tiller's care;
Not so the rest; for several Mothers bore
To Godlike David, several Sons before.
But since like slaves his bed they did ascend,
No True Succession could their seed attend.
Of all this Numerous Progeny was none
So Beautifull, so brave as Absalon:
Whether, inspir'd by some diviner Lust,
His father got him with a greater Gust;
Or that his Conscious destiny made way
By manly beauty to Imperiall sway.
Early in Foreign fields he won Renown,
With Kings and States ally'd to Israel's Crown
In Peace the thoughts of War he could remove,
And seem'd as he were only born for love.
What e'er he did was done with so much ease,
In him alone, 'twas Natural to please.
His motions all accompanied with grace;
And Paradise was open'd in his face.
With secret Joy, indulgent David view'd
His Youthfull Image in his Son renew'd:
To all his wishes Nothing he deny'd,
And made the Charming Annabel his Bride.
What faults he had (for who from faults is free?)
His Father could not, or he would not see.
Some warm excesses, which the Law forbore,
Were constru'd Youth that purg'd by boyling o'r:
And Amnon's Murther, by a specious Name,
Was call'd a Just Revenge for injur'd Fame.
Thus Prais'd, and Lov'd, the Noble Youth remain'd,
While David, undisturb'd, in Sion raign'd.
But Life can never be sincerely blest:
Heaven punishes the bad, and proves the best.
The Jews, a Headstrong, Moody, Murmuring race,
As ever try'd th' extent and stretch of grace;
God's pamper'd people whom, debauch'd with ease,
No King could govern, nor no God could please;
(Gods they had tri'd of every shape and size
That Gods-smiths could produce, or Priests devise.)

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poem by John Dryden
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Feeling In A Rendezvous Mood

Feeling in a.
Rendezvous mood.
Feeling a bit desperate about it too.

And only to myself,
Will I admit this.
And only to myself,
Will I even address it.

Feeling in a
Rendezvous mood.
Feeling a bit desperate about it too.
And only will I pat myself on the back.
For encouraging urges inside me like that.

Yet I'm too,
Given to have one on ones.
Too...
Selfish to share anyone.
And just too loyal to be about cheating.
Especially with another,
Who woos me to be fooled.

I'm just too
Committed to be sneaky.
Too.
Suspicious of that hit to miss.
Too.
Quick to fall in love.
To have someone tell me,
There is another one they are thinking of.

Feeling in a...
Rendezvous mood.
Feeling a bit desperate about it too.
And only will I pat myself on the back.
For encouraging urges inside me like that.

Yet I'm too,
Given to have one on ones.
Too
Selfish to share anyone.
And just too loyal to be about cheating.
Especially with another,
Who woos me to be fooled.

Feeling in a.
Rendezvous mood.
But just too loyal to be about cheating.
Especially with another,

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poem by Lawrence S. Pertillar
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